Orientations to happiness and subjective well-being among teachers in Swaziland.

Abstract:

Teachers play a pivotal role in the education system and in society at large. With this in mind, the government should address their particular needs. In the context of positive psychology, issues of happiness and subjective well-being could lead to increased educational outcomes and general health. The purpose of the research was to determine the relationship between orientations to happiness and subjective well-being and to determine whether the orientations to happiness hold predictive value for satisfaction with life. A cross-sectional survey design was used for the study. A sample of 175 (N=175) teachers in Swaziland was used. Three demographic questionnaires were used: the Orientations to Happiness Questionnaire (OHS) (Peterson, Park, & Seligman, 2005), Satisfaction With Life Scale (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985) to measure subjective well-being, General Health Questionnaire (GHQ-28) (Goldman & Hillier, 1979) as well as a biographical questionnaire. Results indicated that pleasure and engagement (subscales of orientations to happiness) were positively correlated with satisfaction with life. General health subscales, somatic symptoms, anxiety/insomnia, and severe depression had a negative relationship with satisfaction with life. Of the three orientations, pleasure was found to have predictive value for life satisfaction. Implications of the findings on the relationships between orientations and subjective well-being for helping teachers to promote a more satisfying life are discussed.